Transcript Sir John Dunford - Herts for Learning

The big challenge for our generation of
school leaders: using the pupil
premium to narrow the gap
Exchanging Excellence Closing Gaps conference
Hertfordshire
7 July 2014
John Dunford
National Pupil Premium Champion
1
The priorities
Excellence
and
Equity
Raising achievement
and
Closing the gap
2
Attainment
PP pupils
Other pupils
Time
The ambition
“The most advanced education systems now set
ambitious goals for all students, with a clear focus on
equity, and are clear about what students should be able
to do.”
“Excellence and equity in student performance are less
related to a country’s income or expenditure on education
than to how those educational resources are allocated,
and to the policies, practices and learning environments
that determine the conditions in which students work.”
Equity, Excellence and Inclusiveness in Education Policy: Lessons from
Around the World’ , Andreas Schleicher, OECD, 2014
4
Which strategies are helping most to raise
attainment of PP-eligible students?
5
Pupil premium: the gap in 2013




6
The gap gets wider as pupils get older:

19% gap (60%: 79%) in level 4 at 11

27% gap (38%: 65%) in 5A-CsEM at 16
Big variations between schools and between LAs

Level 4 gap: Newham 4%; Herts 20%; Harrow 16%; MK 15%

GCSE gap: London under 20%; Herts 31%; MK 23%
Attainment of PP pupils

Level 4: Camden 79%; Harrow 68%; MK 67%; Herts 64%;

GCSE: Tower Hamlets 63%; Harrow 53%; MK 44%; Herts 40%
Lowest FSM attainment in schools with high or low FSM
Percentage of Key Stage 4 pupils eligible for free school meals attaining the GCSE
benchmark
by secondary schools, in deciles from low to high proportions of pupils eligible for free
school meals
Data based on 2012 Key Stage 4 validated data. Figures represent all open secondary schools that have had a published section 5 inspection as at 31 December 2012. Schools with
percentage figures exactly on the decile boundary have been included in the lower decile.
Focus for the pupil premium



Ambition: In 17% of schools, FSM attainment is above the
national average for ALL pupils

Use evidence of what works
Using curriculum to raise FSM attainment
Focus relentlessly on the quality of teaching and learning


8
Prioritise your school’s gaps
PP is for disadvantaged pupils
The opportunity
10

Don’t wait for politicians to tell you what to do

The government isn’t telling schools how to close
the gap

It’s for schools to decide how to use PP

Stop looking up and start looking out
The evidence




11
Seeking out excellent practice in other schools
http://apps.nationalcollege.org.uk/closing_the_gap/index.cf
m
Using the Education Endowment Foundation toolkit
http://educationendowmentfoundation.org.uk/toolkit/
Using conclusions from Ofsted surveys
http://www.ofsted.gov.uk/resources/pupil-premium-howschools-are-spending-funding-successfully-maximiseachievement
http://www.ofsted.gov.uk/resources/unseen-childrenaccess-and-achievement-20-years
Professional networks

Seeking out excellent practice in closing gap

Encouraging staff to build professional networks
– policy isn’t just made in the head’s office
Local, regional, national, international evidence
Who can help you to build new networks?
Extend the pupil premium co-ordinators’
network in Herts?
How good are the networks of key PP staff?




12
EEF Toolkit
13
Using teaching assistants effectively






14
How well are your teaching assistants doing?
How do you know how effective they are?
The DISS project:
Deployment and Impact of Support Staff
Free download from www.oxfordprimary.co.uk
http://fdslive.oup.com/www.oup.com/oxed/primary/litera
cy/osi_teaching_assistants_report_web.pdf?region=uk
Evidence from Ofsted
15

Reports on PP – Sept 2012 and Feb 2013
 Successful approaches:
 Unsuccessful approaches

Unseen children: access and achievement 20 years on
Evidence from Ofsted: successful approaches

PP funding ring-fenced to spend on target group

Maintained high expectations of target group

Thoroughly analysed which pupils were under-achieving + why

Used evidence to allocate funding to big-impact strategies

High quality teaching, not interventions to compensate for poor
teaching

Used achievement data to check interventions effective and made
adjustments where necessary

Highly trained support staff

Senior leader with oversight of how PP funding is being spent

Teachers know which pupils eligible for PP

Able to demonstrate impact

Involve governors
Evidence from Ofsted: less successful approaches

Lack of clarity about intended impact of PP spending

Funding spent on teaching assistants, with little impact

Poor monitoring of impact

Poor performance management system for support staff

No clear audit trail of where PP money was spent

Focus on level 4 or grade C thresholds, so more able under-achieved

PP spending not part of school development plan

Used poor comparators for performance, thus lowering expectations

Pastoral work not focused on desired outcomes for PP pupils

Governors not involved in decisions about the PP spending
Deciding your desired outcomes

Identifying the barriers to learning for PP pupils

Possible desired outcomes







FSM / Non-FSM attainment over time
Gap over time
Attendance over time
Progress
Reducing exclusions
Extending opportunities
Destination data
Success criteria for each outcome
18
Choosing your school strategies: getting
the balance right










19
Long-term
Short-term
Whole-school strategies
Needs of individual pupils
Teaching and learning strategies
Improving numeracy and literacy
Improving test and exam results
Raising aspirations
Pastoral support strategies
Is the balance right in your school?
EXAMPLE STRATEGIES TO CLOSE ATTAINMENT GAPS
WHOLE SCHOOL STRATEGIES
...which benefit all pupils
STRATEGIES FOR UNDERPERFORMING PUPILS
…which benefit FSM and
other under-achieving pupils
TARGETED STRATEGIES FOR
PUPILS ELIGIBLE FOR FSM
…which specifically benefit
FSM pupils
Whole school strategies might include…
• Quality teaching and learning, consistent across the school,
supported by strong CPD culture, observation/moderation and
coaching
• Engaging and relevant curriculum, personalised to pupil needs
• Pupil level tracking, assessment and monitoring
• Quality assessment
• Effective reward, behaviour and attendance policies
• Inclusive and positive school culture
• Effective senior leadership team, focused on PP agenda
Targeted strategies for under-achieving pupils might include…
• Early intervention and targeted learning interventions
• One-to-one support and other ‘catch-up’ provision
• Rigorous monitoring and evaluation of impact of targeted
interventions
• Extended services and multi-agency support
• Targeted parental engagements
• In-school dedicated pastoral and wellbeing support and outreach
• Developing confidence and self-esteem through pupil voice,
empowering student mentors, sport, music, or other programmes
such as SEAL
Targeted strategies for FSM pupils might include…
• Incentives and targeting of extended services and parental
support
• Subsidising school trips and other learning resources
• Additional residential and summer camps
• Interventions to manage key transitions between stages /schools
• Dedicated senior leadership champion
Source: abridged from Rea and Hill , 2011, Does School-to-School Support close the gap? National College for School Leadership
Pupil premium: the funding

Additional per pupil funding for PP





£488 per pupil
£623 per pupil
£900 per pupil (+ £53 for primary)
£935 (secondary) £1300 (primary)
£1900 (Looked after and adopted chn)
Total PP funding




21
2011-12
2012-13
2013-14
2014-15
2011-12
2012-13
2013-14
2014-15
£625 million
£1.25 billion
£1.875 billion
£2.5 billion
Wider funding




22
£50 million of PP funding to secondary schools
for summer schools for year 7 incomers that
need extra support
Plus £500 per year 7 pupil who is below level 4 in
reading and/or maths for literacy and numeracy
catch-up
PP funding not for existing provision
In total this represents a big commitment by the
government. Now schools have to deliver.
Accountability

Centralisation and decentralisation – the lesson from history

On pupil premium impact, we should be holding ourselves to
account
Are your pupils making at least good progress?




23
Creating a good audit trail
Building your own data sets
Accountability direct to parents
Are your pupils
making at least
good progress?
What inspectors are looking for

Before the inspection, RAISE Online is studied for evidence on
gaps:
 How well did FSM pupils attain last year in comparison to
other pupils in the school and nationally?
 How much progress did FSM pupils make last year compared
to other pupils in the school and nationally?
 How well have FSM pupils been performing over time? Is
attainment rising? Is the gap narrowing?

PP pupil tracking by inspector

Discussions with PP pupils, parents, staff and governors

Study of effectiveness of PP spending strategies

Study of effectiveness of leadership in monitoring and evaluation

Governor involvement
Factors considered by inspectors







Quality of the school’s analysis of the performance and
needs of PP pupils
School rationale for spending PP funding
Appropriateness and level of challenge of school’s success
criteria
Robustness of monitoring and evaluation
Level of involvement of governors
Level of involvement of pupils, parents and carers
Impact on narrowing the gap
Creating a good audit trail
How good is the audit trail
in your school?

The audit trail








26
PP funding
Strategies adopted
Implementation
Monitoring mechanisms and results
Measured impact
Evaluating each strategy: ‘What does this mean?’
Improving: ‘What do we do now?’
Accountability to parents





… but this is about much more than accountability …
… using support to use PP more effectively …

… using curriculum to close the gaps …

27
Obligation to report to parents on PP policies and impact
Publish an online account of PP amount and plans to spend it
At end of year, publish what you spent it on and the impact
Lots of school templates on the internet
An international perspective
“Today schooling needs to be much more about ways of
thinking, involving creativity, critical thinking, problem-solving
and decision-making.”
Andreas Schleicher – OECD
TES 16 November 2012
28
Using curriculum freedoms
The school curriculum is much bigger than the National
Curriculum
SCHOOL CURRICULUM
NATIONAL
CURRICULUM
29
Using curriculum freedoms to close the gap





What curriculum does a C21 young person need?
What curriculum does most for disadvantaged?
Giving all young people a ‘whole education’
Developing knowledge, skills and personal qualities
What skills and personal qualities to develop?



30
CBI list?
Your own list?
How can you develop the curriculum to help
close the gap in your school?
Work ready
Ready for
further study
31
Life ready
Make an
impact
Change
practice
Get buy-in at
school
Today’s
conference
Use evidence
to decide
strategy
Training in
depth
Evaluate
effectiveness
National Pupil Premium Champion
Contact John Dunford at
[email protected]
Twitter: @johndunford
33